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Information and communication technologies (ICT) have become common place entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Within education, ICT has begun to have a presence but the impact has not been as extensive as in other fields.
In this study, the researcher sought to find out how the use of ICT in education lends itself to more student-centered learning settings. The study seeks to determine the various impacts of ICT on contemporary secondary education in Kenya as well as potential challenges.
The study was conducted through survey method. The researcher sought permission from the Ministry of Education in Kenya to collect research data from the sampled schools since all of them were public secondary schools. The researcher constructed questionnaires which were used to collect data from various respondents in the sampled Nepad e-schools in Kenya.
The researcher used three categories of respondents in each school namely; the administrators, the teachers and the students. The completed questionnaires were then coded, entered into the computer using Statistical Package for Social Scientists (SPSS) and then analysed.
The study revealed that both students and teachers have developed a positive attitude towards the use ICTs and related accessories in the teaching/learning process. This was reflected by the frequency of use of the facilities and the interest as indicated by the respondents. The study also found out that the schools under study were already using educational management software for various processes undertaken in the schools.
The study also revealed some challenges faced by the schools. Notable challenges included lack of funding to support the purchase of the technology to improve access, lack of training among teachers to adopt ICT as teaching tools and lack suitable e-content for various subjects.

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This course explores the role of technology in the design, development and delivery of distance education. Students critically examine the relationship between technology and the goals of the educational/training organization. Various uses of technology are explored in the areas of course development, asynchronous and synchronous distance course delivery, and management/administration.
Computer is an important tool in data processing. Computers can process large volumes of data within a short time therefore making work easier. This book is organized as follows:
Lecture 1 discusses basic elements and use of computers. Learners are introduced to computing concepts mainly hardware, software, data and information. The lecture begins by defining technical terms, information system activities then discusses main computer components mainly hardware and software.
Lecture 2 introduces the basics concepts of internet applications. It is intended to give learners an opportunity to understand internet and web basics. Learners will interact with a variety of web technical terms used in internet applications.
Lecture 3 identifies various categories of computer application in distance education. It identifies advantages and limitations of computers in distance education, discusses capabilities of Internet and WWW in distance education and recommends factors to consider when using computers in distance education
Lecture 4 introduces the concept of e-Learning. The lecture aims at equipping learners with skills enable them understand e-Learning approaches and tools. The lecture discusses e-Learning concepts, approaches, communication technologies, learning management systems and electronic assessments
Lecture 5 discusses techniques used in delivering electronic learning materials. The main techniques are electronic mail, electronic learning platforms, Compact Discs (CDs) and Digital Versatile Discs (DVDs), and Video Technologies have been discussed. Technical, pedagogical and cost implication as well as advantages and disadvantages of each technique has been discussed in details
Lecture 6 discusses measurement and evaluation
Lecture 7 discusses legal and ethical issues in ICT Intergration

Information and communication technologies (ICTs) have become common place entities in all aspects of life. Over the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Within education, ICT has begun to have a presence but the impact has not been as extensive as in other fields both globally and locally within Africa as well as in Kenya. In this study, the researcher sought to find out how the use of ICT in education lends itself to more student-centered learning settings. The study seeks to determine the various impacts of ICT on contemporary secondary education in Kenya as well as potential challenges. The study was conducted through survey method. The researcher sought permission from the Ministry of Education in Kenya to collect research data from the sampled schools since all of them were public secondary schools. The researcher constructed questionnaires which were used to collect data from various respondents in the sampled Nepad e-schools in Kenya. The researcher used three categories of respondents in each school namely; the administrators, the teachers and the students. The completed questionnaires were then coded, entered into the computer using Statistical Package for Social Scientists (SPSS) and then analyzed. The study revealed that both students and teachers have developed a positive attitude towards the use ICTs and related accessories in the teaching/learning process. This was reflected by the frequency of use of the facilities and the interest as indicated by the respondents. The study also found out that the schools under study were already using educational management software for various processes carried out in the schools. The study also revealed some challenges faced by the schools. Notable challenges included lack of funding to support the purchase of the infrastructure to improve access to educational materials, lack of training for teachers to adopt ICT as a teaching tool and lack suitable e-content for various subjects.Information and communication technologies (ICTs) have become common place entities in all aspects of life. Over the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Within education, ICT has begun to have a presence but the impact has not been as extensive as in other fields both globally and locally within Africa as well as in Kenya. In this study, the researcher sought to find out how the use of ICT in education lends itself to more student-centered learning settings. The study seeks to determine the various impacts of ICT on contemporary secondary education in Kenya as well as potential challenges. The study was conducted through survey method. The researcher sought permission from the Ministry of Education in Kenya to collect research data from the sampled schools since all of them were public secondary schools. The researcher constructed questionnaires which were used to collect data from various respondents in the sampled Nepad e-schools in Kenya. The researcher used three categories of respondents in each school namely; the administrators, the teachers and the students. The completed questionnaires were then coded, entered into the computer using Statistical Package for Social Scientists (SPSS) and then analyzed. The study revealed that both students and teachers have developed a positive attitude towards the use ICTs and related accessories in the teaching/learning process. This was reflected by the frequency of use of the facilities and the interest as indicated by the respondents. The study also found out that the schools under study were already using educational management software for various processes carried out in the schools. The study also revealed some challenges faced by the schools. Notable challenges included lack of funding to support the purchase of the infrastructure to improve access to educational materials, lack of training for teachers to adopt ICT as a teaching tool and lack suitable e-content for various subjects.

The vision of the Government of Kenya is to facilitate ICT as a universal tool for education and training. In order to achieve this vision every educational institution, teacher, learner and the respective community should be equipped with appropriate ICT infrastructure, competencies and policies for usage and progress. It calls for recognition of the fact that ICT provides capabilities and skills needed for a knowledge-based economy. It also calls for transforming teaching and learning to incorporate new pedagogies that are appropriate for the 21st century.
The Ministry of Education�s (MOE) mission is to facilitate effective use of ICT to improve access, learning and administration in delivery education programmes and services. The principal objective will be to integrate ICT in the delivery of education and training curricula. XML:NAMESPACE PREFIX = O />
Although not exhaustive, the range of ICT that have been used in the delivery of education to improve access, teaching, learning, and administration includes: Electric Board, Audio Cassette, Radio for Interactive Radio Instructions (IRI), Video/TV-Learning, Computer, Integrated ICT infrastructure and Support Application Systems (SAS).These systems are in use, at various degrees, in most parts of Africa (Charp, 1998). This plan envisages use ofthese digital components to improve access and quality in the delivery of education in Kenya.
The major challenge in respect to this component is limited digital equipment at virtually all levels of education. While the average access rate is one computer to 15 students in most of the developed countries, the access rate in Kenya is approximately one computer to 150 students (EMIS, 2005).
Whereas most secondary schools in Kenya have some computer equipment, only a small fraction is equipped with basic ICT infrastructure. In most cases equipment of schools with ICT infrastructure has been through initiatives supported by the parents, government, development agencies and the private sector, including the NEPAD E-Schools programme. Attempts to set up basic ICT infrastructure in primary schools are almost negligible.
According to ICTs in Education Options Paper, one of the main problems is limited penetration of the physical telecommunication infrastructure into rural and low-income areas. Specifically, the main challenge is limited access to dedicated phone lines and high-speed systems or connectivity to access e-mail and Internet resources.
The EMIS Survey (2003/2004) indicated that over 70% of secondary schools and a much larger proportion of primary schools require functional telephones. Indeed, many parts of Kenya cannot easily get Internet services because of the poor telephone networks. About 90% of secondary schools need to establish standard Local Area Networks (LANs) in order to improve sharing of learning resources.
Alternative and appropriate technologies for access to Internet resources, including wireless systems remain quite expensive. Indeed, a small proportion of schools have direct access, through Internet Service Providers (ISPs), to high-speed data and communication systems.
Furthermore, very few schools in the rural areas use wireless technology such as VSAT to access e-mail and Internet resources. Nearly all of the 6 NEPAD e-Schools are in rural areas and are expected to enjoy internet connectivity through VSAT technology.
While other countries have reported up to 41% of integration of ICT to teaching and learning, the proportion remains substantially low in Africa, Kenya included. Integration aims at the use ICT to support teaching and learning in the delivery of the various curricula to achieve improved education outcomes. Because ICT is interactive media, it facilitates students to develop diversified skills needed for industrialization and a knowledge-based economy. It also allows teachers and learners to proceed at different paces depending on the prevailing circumstances.
As a first step, the Ministry of Education has initiated a major ICT project in Secondary schools meant to equip over 200 secondary schools with ICT infrastructure for integration of ICT in teaching/learning process ( KESSP, 2004). Three schools have been chosen in every district of Kenya.